As a current student in the Masters in English program at The Citadel Graduate College, I almost positive that I am in the running for longest active student in a graduate program. I started the program many years ago, and I have seen many students come and go. I have made many friends and acquaintances through The Citadel and the College of Charleston (by way of the joint Masters program). It has been an amazing experience to interact with the professors and students each semester. It has been very interesting to work with each new class and in each classroom and be inspired in new and sometimes surprising ways. Each new group and each unique literary and theoretical approach has exposed me to thoughtful and productive conversations, has spurred me to explore some unexpected and rewarding ideas, and has been the impetus for the most complete and professional literary work that I have undertaken. I have had the opportunity to successfully participate in panels and present at literary conferences at the University of Georgia and the University of North Carolina - Charlotte.
But, this is just the bit of my life as a student of literature. In my real life I am married to a very patient woman, and I have two mostly wonderful kids (if you have children you understand). My daughter is in 3rd grade and my son is in Kindergarten. We live a suburban life that includes two dogs, two cars and two professional careers. I am the Practice Development Representative/Community Outreach Coordinator of a successful and growing audiology practice. I am also a freelance copy editor, ad content developer, and ghostwriter for a firm in the midwest (with all of this new fangled technology I can work in Cincinnati from South Carolina).
In all of my extra time I hit the road or trail. I am a life-long runner. My wife has been very flexible and allows me to travel regularly to participate in both road and trail races. I also dabble in creative writing, short fiction and poetry. Music is a constant in my life as inspiration, as a centering calm, and as just general background noise. I am an avid MLS, national and international soccer fan (and I am not afraid to admit that I hope to influence my kids to follow soccer the way I do).
8/30/2016 (con't)
Across the Threshold
So...this is exactly how I expect my experience with technology to go this semester. I am confident that the technology will work precisely as it is designed to. I am also confident that I will manage to just barely stumble and trip my way through the utilization of advanced technological programs and applications. My ability to use my limited knowledge to do an impressive amount of damage to the technology I am using is astounding.
However, I am an evolving animal. In my professional life, I am the practice's traditional (read: print), digital and electronic advertising and marketing manager. I am responsible for all of the different aspects of practice development, public representation and message delivery. I have to manipulate and update our digital accounts and monitor our digital presence daily -- if not several times a day. I still remember how it felt when I was given the responsibility of the digital and electronic practice presence. Just thinking about it makes my hands and feet sweat all over again. But, I learned by jumping in and working every day to understand the technology.
I am not the traditional educator (not by the definition directly associated with the MAT program), but I still utilize technology to educate a population that is actively participating and in search of knowledge. To complicate the process, the population I educate spans across ages, professional levels, practical specialties and technological capabilities. For the most part my audience is engaged; however there are times when i need a hook, a tool with which to really captivate the already usually captive audience. This is where technology can bridge the gap.
I imagine that this course in Teaching with Technology will add fluency and fluidity to my current use and understanding of technology. In the short term I will be able to utilize the skills and techniques to broaden my scope of available "tools" to further my contact and connection with the professional health partners and community members with whom I am in constant contact. It will simplify my decision process in terms of platform and method of delivery of information, and add value to the interactions that I create in person, online, and email.
However, I am less certain about value in the sense of my use of the skill I learn in this class in terms of my specific and potential professional educator career. I have very little experience in the classroom (save for my own educational experience and some substitute teaching). I do know that this course will provide the opportunity and method to reach out to professional educators to explore the use of technologies in their careers, how it influences student interaction, and how it encourages student participation.
9/06/2016
Prezi-run Blast-o-Rama!
When I started this Prezi I thought I had a head start. I had created a Prezi before. I knew the information. I was ready to get this project behind me with not very much energy...NOPE! As I started using the Prezi platform I found that I either struggled to use the program platform properly, or I could not get the program to do the actions that I required. Also true to my technological experience, the Help button was of little actual help. My frustration level went from mildly annoyed to nuclear relatively quickly. However, once I took a step back, a deep breathe and re approached the assignment I was able to work my way trough the program. I can't say that my Prezi is award winning, but it is complete. I expect that through practice and presentation I will find more useful and efficient ways to create Prezis.
The following offering is a Prezi designed to briefly explain a deep and detailed argument by Ronald Librach. In his Article "Adaptation and Ontology: The Impulse towards Closure in Howard Hawks's Version of _The Big Sleep_" Librach discusses the unique space created by Hawks in his film adaptation of Raymond Chandler's novel _The Big Sleep_. He details the literary aspects of Chandler's novel and describes the adaptive aspects of Hawks's film as he introduces the artistic result of each.
As a result of my experience with this Prezi, I plan to utilize the platform in my professional life to explain hearing loss and whole-health and wellness to the audience and what it means in their lives. The style and format will lend themselves seamlessly to the necessity to explain connections. The visual connectivity both mirror and clarify the scientific and theoretical health connections. The Prezi platform has proven itself to be useful and intuitive. My earlier struggles with the platform have been cleared up with practice and I am glad to have revisited the Prezi.
The Prezi is below:
Update (9/12/16):
The audiology and whole health presentation went well. The audience was interested and engaged. The Prezi presentation format worked to keep the audience's attention, encouraged participation, and generated questions by connecting visually and theoretically the seemingly independent points of information.
9/13/2016
Frankenstein, a film for all seasons
'Wanderer Above a Sea of Fog' - Friedrich
This lesson is designed to introduce students to different types of text (specifically novels and films, and screenplays) and to explore their understanding of story and narrative. It will help students read into literature and explore their own voices with which they will express their understanding and interpretation. The goal is to allow students to vocalize their ideas and exercise their critical thinking by utilizing a creative outlet of expression.
Of course, the students must first read Mary Shelly's Frankenstein. http://knopfdoubleday.com/book/165585/the-original-frankenstein/ The lesson initially introducing the novel will focus on the history of both the novel and the author. A brief lesson on context of authorship and publication will follow. The students will participate in a conversation involving the scientific explorations, spiritual understanding, literary expectations, political framework, and cultural constrains of the time.
After the class discusses the context of Mary Shelley's Frankenstein, I will introduce the idea of film as another form of text. In kind, the screenplay will be introduced as a unique from of text. We will discuss how adaptations work as both stand-alone productions and as part of an artistic whole with the original source material.
In extension, and in order to introduce the video assignment, we will discuss three different productions of Frankenstein. I will then pose questions of significance. What do each of these films have in common with the novel? What is different? How about commonalities among the films?
The use of a horror classic, a modern comedy classic, and a modern adaptation will help the students explore the production and presentation of the theatrical version of a novel and why each style is specifically made at the time it was made. Does each film achieve its goal?
As for the genre of film, is there a difference between a bad film and an artistic and independent adaptation?
We will close by discussing the ways in which interpretation, adaptation and intent play a role in the presentation of a novel as film. Could a movie adaptation of a novel (especially a classic canonized novel like Frankenstein) serve any other purpose than to tell the same story? If so, what and how?
Young Frankenstein (1974)
Mary Shelly's Frankenstein (1994)
In an effort to explain the differences between writing a novel and "writing" a film, as well as reading a novel and watching a film, I will have the students read an excerpt from "Young Frankenstein." "Young Frankenstein" screenplay
The excerpt will be posted on a central class database. The students will have access to the platform and will be expected to read the screenplay before class.Following the reading exercise we will have a brief discussion on the very different look and feel of Mary Shelley's novel and Gene Wilder's film adaptation.
In the creative spirit of the novel/film juxtaposition, I will have students choose an important/favorite scene from Mary Shelly's Frankenstein to write as script and subsequently film. They will be separated into pairs or small groups of three to create a very short film based on the student-written screenplay. The screenplay will illustrate a creative, advanced and relevant understanding and adaptation of the source material. It will also allow the students a chance to explore a much more creative outlet and put them on hopefully uneven ground with the source material. In an effort to understand the story well enough to present it creatively, the students will have to commit to a serious consideration of Frankenstein.
The screenplay and film will be uploaded to the class database/platform to read and view outside of class. An in class discussion will resume with a viewing of a portion of each submission.
This trailer will serve as an example to the students in three areas:
1. Introduction to the assignment
2. Introduction to the technology
3. Introduction questioning interpretation and presentation (especially novel to film).
Scene opens with Dr. Frankenstein running, out of breath and seemingly panicked into a residential area. He is following his creature after the creature ran from their home. Shot begins on the face of the doctor. He is upset and out of breath.
It is dark, the street lights and camera light are the only source of illumination.
Doctor turns his head and camera follows. Scene continues, shot in the first person.
The doctor runs through a public space (one side back of garages, other side residences) towards the woods.
He approaches two young children. One boy, one girl. Boy (younger) is holding a ball in the right hand. Girl (older) is standing with her hands at her sides. Both children are staring into the darkness towards the woods in the distance.
Doctor steps around the children (camera turns to face children at head level. Faces illuminated by camera light).
Doctor: “Did you see him?”
Children: Silence (staring still at the woods)
Doctor: “Answer me! Did you see him?”
Children look into the camera with no words. Eyes are wide with surprise and wonder, but not fear.
Doctor turns and runs through public space.
Camera turns to the left looking for signs of passage. Garages illuminated by camera light. Camera turns to the right and focuses on a woman on a second floor balcony.
Woman back lit by porch light - pointing toward the woods, fearful and excited): “There! It…he…”
Camera turns to the left, toward the woods.
The edge of the woods are lit by porch lights. Camera light is focused on a large mass slightly illuminated, but obscured by trees.
Doctor (still breathing heavily, but not as strained – shouting to the creature): “Stop! Come back to me! They won’t understand! They are scared!”
Mass turns and moves quickly back through the woods. The rustling sound of branches and undergrowth is heard.
Creature groans painfully. Single short outburst followed by longer episode. Sounds as though it is at a distance and getting farther away.
Doctor (exasperated whisper – to himself): “No…”
Each submission will be considered as a creative adaptation. However there will be consideration of quality and relevance.
*An additional lesson may focus on Mary Shelley's original text in comparison wight he later published (and heavily influenced by Percy Shelley) edition. This exploration will focus more keenly on the life of a novel from manuscript to publication and subsequent versions. What type of differences do you see in the stories. Why would these changes have been made? What kind of cultural/social/political/scientific etc. influences are at play at this time? This exploration is intended to continue the deeper consideration of texts in comparison with each other, their relationship to each other, and their effect on each other.*
9/27/2016
Ugh...Editing...
The process of writing is a practice in inspiration carefully balanced by the slow and aching mechanics of grammar and style. Although editing can be the least fun (for most writers) aspect of the craft, it is an essentially important part of the process.
The lesson on peer editing will be established in the syllabus. The lesson will start with an overview of editing, in-class practice and an explanation of expectations. It will immediately precede the mid-term persuasive paper. Each student will be paired with a peer and create a shared folder on the central class database. The students will compete the persuasive paper and submit the first draft. The first draft will be submitted to the classroom database folder. The student partners will have two days to digitally edit each others' papers using Google Docs and resubmit the edited copy to the folder (renaming the edited copy). As the instructor, I will look at both the first drafts and the edited copies. As a class, we will use the Smartboard to consider a paragraph or two from 5 example papers from each first draft and the correlating edited copy. Group editing will work as a discussion tool to clarify any misconceptions and allow for questions and open discussion about the editing process.
However, the assignment is not yet complete. The students will return to their first drafts and prepare a final draft utilizing and considering the edited copies of their persuasive paper. The grade on the paper will be cumulative starting with the first draft, the amount of effort the students put into peer editing and the student's consideration of editing recommendations and critique from the instructor and the peer editor.
10/04/2016
The Art of the Story of a Life
Oral histories are essential to understanding our society, culture, art, politics...the list is endless. Through the story of a life, history manifests itself in experience. This is a departure from the traditional text book-based, date and event centric study of history. For this unit, students will be assigned to research and report on the history of Jazz in Charleston, SC.
The History
Although the ultimate goal of this unit is to have the students interview a member of the Charleston Jazz community, the students must still develop a contextual and historical understanding of the Jazz music genre, the specific culture and history of Charleston, and how the two intersect. The students will be tasked with historical research in order to establish their knowledge base. There will be an in-class unit about acceptable on-line research resources and how to cite them. The students will submit their research in an outline form with citations to the central class database.
A few examples of how the internet will be used as a tool in this process:
As a natural follow up to the previous lesson, students will be expected to attend a live musical jazz performance in the Charleston area. This will establish an actual interaction with the project's subject matter and create a sensibility about the jazz culture in Charleston that cannot be established otherwise. This may be the most difficult portion of the project. Admission for the students will be established through the school system and a local music initiative. The students will be required to submit a brief paper discussing their experience and why they think this part of the project is a necessary aspect to the whole. If all else fails, a local jazz group will be asked to preform at the school in order to provide the live experience that is essential with the jazz music and culture.
The following links exemplify the type of resources, experiences, and venues with which the students can expect to intersect:
This is the part of the jazz history project for which the students have been preparing. Depending on availability of interview subjects, either the students will interview a local jazz musician, or a local jazz musician will be interviewed in class.
Individual Interview -- Students will be grouped into pairs. They will prepare interview questions for their musician based on the research they have done. The interview will be recorded through the use of the school digital recording resources. If digital resources are unavailable, it will be necessary to utilize a digital voice recorder. The interview will be uploaded to the central class database. The students will close out their interview by submitting an individual paper discussing their experience as an interviewer, three important points about the life and experiences that they learned specifically from the musician they interviewed, and their impression of the importance of an oral history. The paper will be submitted to the database, as well.
Class Interview -- If only one interview subject is available, the class will work as a whole to interview the jazz musician. Interview questions will be proposed, considered and vetted prior to the classroom visit. The students will draw from the research and experience to inform their interview questions. An interview question schedule will be detailed to minimize confusion for the students and the interview subject. During the class interview, I will manage time and student participation. As detailed above, the students will be responsible for a correlating closing paper.
The following examples are provided to inform students about the interview process and related expectations. It will also introduce question cues, interview format, and style:
The timeline for this project is fluid. Much depends on the availability of venues and experiences, as well as the schedules of the interviewees. The project itself will be evaluated by taking into consideration all three aspects of the oral history project. The research section will be evaluated by the legitimacy of resources, the information produced, and the accuracy of citation. The experience section will be evaluated by participation and commitment and effort to the paper and its premiss. The last section, the interview, will be evaluated by the quality of interview and the quality of the corresponding paper. Interviews are very subjective to evaluate, so it is essential to consider effort and preparation along with format, style, and productive interaction.
This project is designed to encourage cultural interaction, a serious consideration of local history and experience, and an opportunity for enjoyable entertainment. Often we are unaware of the interesting and important events, experiences, and people by which we are surrounded. This will give students the impetus to expand their own experiences and considerations while learning about and with local cultural motivator and innovators.
The purpose of this Wiki is to organize the class for student participation during class time and outside the classroom. It will work to maintain a high level of effective communication with students, establish class expectations for students, provide information for resource and reference, and to provide a platform to share information (in the form of responses, discussions and assignments). Students will have access to the syllabus, course and classroom policies, helpful information, and useful external links.
This Wiki is loosely modeled after the Wiki we use in this class. I want the students to use the Wiki as a space to share ideas and to create informative and interesting content. The use of the Wiki will simplify class engagement outside the classroom, it will allow the students to interact with the course on there terms (within established and expected boundaries), and it will organize the class for ease of use and optimal student utility. It will also provide me (the instructor) with a central location for assignments and engagement, access to a record of posts and edits, a timeline of activity, and a general window into effort and understanding for each student.
In this quickly developing landscape of technology and (inter)connectivity, it is likely that students will be well familiar with social internet applications and tools. I want to utilize this familiarity (possibly bordering on expertise) to allow students to stay active outside of the classroom, to develop literary comprehension and extrapolatory thinking, and to have the opportunity to enjoy the creative aspect of literary study. I want the students to create a textual response and character experience blog.
The character blog will be in use for the entire year. Each unit of study will revolve around the poem, story, novel, or work of drama upon which the lesson is based. Of course, the students will be required to complete the reading of the assigned work. In the beginning of the term the students will create a blog (through a program like Wix) that will be formatted and personalized. Each student will link their blogs to the class Wiki to provide access, but not editing privileges to all students. Each text will be represented in the blog. Before each text I will present a unit on historical and contextual information. Following the completion of the text, each student will compose a 2-part blog entry concerning their response to the text. The first aspect of the blog response will be relatively open, but will require so serious consideration. Textual analysis, quotations and citations, and a developed academic opinion/argument will be expected in a personal response entry. Since the response is considering deeper than surface level concepts and issues, there will be a 500 word minimum. The second aspect of the blog is a creative endeavor. Students will individually create a story involving one character of the text. The students will write a story from the view point of one of the characters in the text as if it were a diary entry. The entry should reflect an honest effort to capture the true experience of the character within the text. Of course, style will differ, but the assignment will give the students the opportunity to explore their creativity while testing their comprehension. The assessment of this part of the blog assignment will be based on creativity, effort, and comprehension of character and text.
For the textual response I envision a creative, open space for students to offer their understanding and opinion of a text. The diary entry/blog will be an interesting and creative opportunity to explore their own ideas about characters and their experiences.
I have become increasingly inspired by the use of technology in the classroom. What has become most interesting is that technology can be both rewarding to the teacher and inspirational to the students. At its most basic function, technology can transmit information, organize lesson plans, and facilitate efficient classroom management and student evaluation for the instructor. However, because of the range and flexibility of modern applications and tools in a teachers "technological tool box," both students and teachers are increasingly motivated and inspired by technology-based projects and assignments.
The Edutopia blog article "5-Minute Film Festival: 7 Video Writing Prompts for Young Authors" serves as a quick reference to possibilities and examples of video prompts for writing assignments across genres and educational subjects. TeachHub's "How to Inspire Strong Writing Using Video Writing Prompts" discusses more in-depth creative lesson plans that include technology. In both cases, the use of video does not only conveys a message or assignment, but it is used as a thought starter. The use of video to inspire a creative writing assignment, to inform students about a concept or event and elicit a response and engage critical thinking, or to bridge the communication gap and engage students who may struggle with a learning or cognitive disability shows how utile new technology and its integration into the classroom can really be. TeachHub 's article is focused on engaging students and creating an environment where all students are inspired to think, participate, and explore.
One of the issues that was not visited in each of these posts was the limitations of technology in the case of video. Access to technology is essential. However, that may be solved by simply presenting the video to the class as a whole (provided the classroom has the technology installed to present the video). Another limitation is in the mind of the students. Video has a great deal of influence on young minds. As a result, teachers must be keen to the fact that what is shown on video will likely influence the consideration and processing of information by the students. The video has to be certain to inspire and inform students in a non-biased (if that exists) and balanced manner. The video must work to move thought and conversation forward, create interest and the space for exploration, and to avoid influencing opinion and consideration.
The use of video to inspire creative and critical thinking and writing can be taken a step further. Perhaps the students themselves can create a 2-3 minute thought starter. As a part of a larger lesson for more mature students, specifically a historical and contextual study of a novel or genre, students can create a short video to illicit a creative or critical response from their peers. This will serve to establish a base of knowledge of literary work, create the opportunity for mastery of a subject, allow the students to explore technology in a creative manner (rather than strictly production-based use), and give the students an opportunity to share with their peers the interesting and pertinent information about the novel or subject.
11/15/2016
The Tweeters Who Twittered a Tweet...
I have an idea to utilize a site like Twiducate (or even a private form of Twitter) to have the students display their knowledge of technology and current events, and give them on open, creative and fun platform to discuss understanding and response to literature. The classroom technology of Twiducate allows for a closed network that will be under the control of the instructor and open to only the class participants. This tool will allow the educator and students to build a classroom community online. It should not be difficult for the students to utilize this platform since smartphones are so prevalent. This is where the fun can begin...
After the lesson and discussion concerning history and context, the students will read the selected literary work. For example, Romeo and Juliet. Once the reading assignment is completed, the instructor will advise the student to watch for breaking new on the Twiducate classroom online community. Of course, there must be a dramatic, understandable, and highly reactive event or circumstance that would be "breaking news." In this lesson, the news will be announced that Romeo and Juliet have died (or, for The Great Gatsby, Gatsby's involvement in the death of Myrtle - and his subsequent death at the hands of George). Students will be responsible for posting tweet-like reactions to the news. Their responses must be appropriate for the time, setting, politics, etc. of the work. This platform can be used for any of the literary works that are read and discussed.
As a teaching and learning tool, this type of technology may be a little weak in the terrestrial evaluation. However, the instructor will be able to gauge the students' grasp of the literature, its contextual importance, and their ability to synthesize an appropriate response. It is a more relaxed and creative approach to an educational and poignant follow-up to a lesson.
11/29/2016
Another Go...Twitter-head: Revisited
I chose to revisit the emerging technologies project after a discussion with my peers. I realized that the utility and value of the Twitter platform is much farther reaching than I first considered.
In addition to my initial considerations for this project, the Twitter platform will encourage open and honest discussion about hard, and sometime familiar, social, and cultural issues. It will provide space for expression and open-minded discussion.
Twitter will also be integral in teaching the students social and technological responsibility.
To increase the longevity and impact of this project the instructor can create and require tweeting opportunities after each lesson or act. This will create a timeline of responses, as well as look at development of thought and understanding. The instructor will use the Twitter timeline to map a course of responses -- illustrate the effect of reporting and reacting, exemplify the longevity of an online existence, and the impact of posting online.
Responses must be appropriate as they are a reflection of the student and the class. They may be may be emotional and a bit impulsive (like Twitter tends to be), however the students must take into consideration the longevity and impact of social commentary...Tweets are always "out there."
Students can engage with each other -- retweet, respond directly to one another. Students' engagement must be appropriate to character and relevant to the work (not personal attacks or comments).
An essential part of the project revolves around the students' ability to distill their responses to 180 characters. This will help familiarize the students with the platform. More importantly, it will instill in the students the importance and effectiveness of the efficiency of language and the economy of words.
For the revisited rubric:
Students will have a short time window to respond to the "breaking news" - must respond in a timely manner
Gauge appropriateness of response for student/character - assigned
Gauge ability to effectively communicate on the platform - is the tweet clear and concise?
Allow for conversation - does the tweet approach a discussion of the relevant information and poignant subject matter?
Allow space for students to defend their tweets - engage them on the character level, gauge appropriateness of response, interaction, and knowledge of source material.
It will be interesting to see how things may be misreported or reTweeted. A grand game of telephone. This will illustrate the communication gap between what is happening and what is supposed to be happening. This will also serve as another component of online awareness. As recently reported, an overwhelming amount of young people are unable to discern truth from fiction online. This will help them understand the importance of considering informational sources and the impact of online shares/reTweets/responses.
Perhaps, even a false news story about the literature, literary subject, or a character being studied will help boost this social experiment. The instructor can create a false story to link to the tweet. It will create the opportunity to watch how individuals respond according to fact, emotion, and supposition.
As secondary aspect to the news and its truth aspect, students can engage in a debate of the appropriateness of the authority and their interaction on social media. Especially if the authority is a character in the fictional work. Is the response appropriate for the character, the platform, or for the character's position within the narrative?
12/06/2016
Expectation vs. Reality: The Course of this Course
From This...
My experience in this class has been interesting and very instructive. When the survey started I was hesitant. My technological skills are much less developed than the average 8 year old. My daughter utilizes more technology in her third grade class on a daily basis than I used in the entire sum total of my primary and secondary education. I might even be convinced that I didn't use much more technology in my undergraduate studies, save for posting papers and taking a rare online quiz. I have a skill set that includes email, word processing, and Facebook posts. I am able to dabble a bit with LinkedIn profiles and informational posts (similar to blogs), and a bit of solitaire. My expectations for this course fluctuated between the discomfort of abject misery and absolute fear of utter failure.
Initially, I felt like I was way out of my league. The class is full of intelligent and very adept students who are not only younger (which makes a difference in technological experience and exposure), but they are much more nimble with computers, digital applications, and online resources. These are just basic skill sets that I did not develop being "taught" how to use the internet my senior year of high school. My classmates are also specifically being trained to be professional primary and secondary educators. This puts them in a very beneficial position and at a distinct advantage. They have prior knowledge and experience with educational tools that I have never even dreamed of. It isn't that I thought that my experience with this class was going to be something akin to the treatment heretics received during the Spanish Inquisition (that is illegal now), but I knew I was diving into the deep end of the pool from the 100 meter platform, and I only knew how to do a belly flop and doggy paddle to the side of the pool.
To This...
After the first couple of class meetings I found that the materials and applications are really tools for my development and utilization. Importantly, I found that I do have the ability to develop a measure of computer literacy. The lessons and assignments were structured in a careful, logical and beneficial manner that helped me understand not just the existence of electronic and digital resources in education, but explored and explained their importance and utility. The class environment was set up to encourage experimentation and failure. This is absolutely important when the use and manipulation of new technology and applications is being introduced. I learned to fail, learn, and fail and learn. But, contrary to my initial expectation, this was not a miserable experience. The most beneficial part of my participation became the learning how to constructively fail by not getting it quite right the first time. Additionally, my classmates' superior knowledge, ability, and resources did not create a difficult or unwelcoming environment. They were more than willing to offer assistance, they were very honest with their criticism, but positive in their critique, and genuinely interested in creating a positive participatory environment. In short, they didn't laugh me out of the classroom.
The technology we explored was interesting and useful. Each lesson introduced a new tool to consider in the process of education. However, many of the tools we were intruded to have become beneficial in other aspecs of my life. Following the lesson on developing and utilizing the Prezi platform for a more engaging and productive presentation in the classroom, I immediately integrated Prezi into my professional work. I developed a Prezi to educate patients on hearing health and wellness (see above post "Prezi-run Blast-o-Rama"). It allowed me to break away from the boring, the monotonous, indeed the dreaded PowerPoint. The Prezi was received well by my peers and by the audience. A win for me with technology! In another turn, I developed a set of Kahoot interactive digital games to play with my kids after the unit on emerging technologies. This was a really good experience for us. My daughter came home talking about a Kahoot that she and her classmates played at school. My son chimed in with his Kahoot experience, too. Enter Superdad...I offered to make a Kahoot for them to play with me. I developed two different Kahoots; one about our extended and nuclear family, and one about cool facts that I thought they would find interesting (they did). We enjoyed the very cool platform of an online game customized for them, and I got to act like I was a genius. Another win!
Beyond reading and exploring a digitally based education framework, I got a peek into the world of the process of education, the work of lesson development, and the most puzzling aspect of them all...rubrics. As a Master of the Arts student I have had very little education and experience in the realm of professional education. I am not all together unfamiliar with the work that it takes to be a professional educator. Almost my entire extended family is in the education field. I understand the greater responsibilities and expectations. I even had a very specific view into special education and the type of emotional commitment and other education based programs that are available -- my mother was a primary level special education teacher for her whole career. However, I never had any real experience with the actual process of lesson plan development according to district requirements, the utilization of theory, literature, and other tools for lesson application, and the evaluation standards according to expectation through the utilization of a rubric. This class gave me insight into the real work involved in designing a program that is interesting and engaging, that is productive and useful, and that is careful to meet all required standards of education and evaluation.
I have been able to learn more about computer based lessons and learning, the utilization of electronic and digital tools in the classroom, and the function of evaluation in terms of productive classroom instruction and the integration of technology. However, and perhaps more importantly, I learned to productively fail. I understand that failure is not the opposite of success, but the impetus for effort. I also learned that I have the potential to learn completely new skills and the ability to utilize new technologies and tools. I have integrated new tools and technologies not my professional life as a direct result of learning about them and their application in this class. And, I have been able to develop fun and interactive games for my kids. I have learned how to connect with them through the use of technology that they already understand and have matters of. This has been possibly the most immediately rewarding aspect of the course.
I am glad that I was approved to take this course as an elective. My experience, more specifically, my perception of my experience with technology has been changed. I am not as hesitant to try new technologies, I am interested in developing digital tools and applications, and I am looking forward to utilizing these technologies in my professional and future educator's career.
8/30/2016
Me, Myself and I
As a current student in the Masters in English program at The Citadel Graduate College, I almost positive that I am in the running for longest active student in a graduate program. I started the program many years ago, and I have seen many students come and go. I have made many friends and acquaintances through The Citadel and the College of Charleston (by way of the joint Masters program). It has been an amazing experience to interact with the professors and students each semester. It has been very interesting to work with each new class and in each classroom and be inspired in new and sometimes surprising ways. Each new group and each unique literary and theoretical approach has exposed me to thoughtful and productive conversations, has spurred me to explore some unexpected and rewarding ideas, and has been the impetus for the most complete and professional literary work that I have undertaken. I have had the opportunity to successfully participate in panels and present at literary conferences at the University of Georgia and the University of North Carolina - Charlotte.
But, this is just the bit of my life as a student of literature. In my real life I am married to a very patient woman, and I have two mostly wonderful kids (if you have children you understand). My daughter is in 3rd grade and my son is in Kindergarten. We live a suburban life that includes two dogs, two cars and two professional careers. I am the Practice Development Representative/Community Outreach Coordinator of a successful and growing audiology practice. I am also a freelance copy editor, ad content developer, and ghostwriter for a firm in the midwest (with all of this new fangled technology I can work in Cincinnati from South Carolina).
In all of my extra time I hit the road or trail. I am a life-long runner. My wife has been very flexible and allows me to travel regularly to participate in both road and trail races. I also dabble in creative writing, short fiction and poetry. Music is a constant in my life as inspiration, as a centering calm, and as just general background noise. I am an avid MLS, national and international soccer fan (and I am not afraid to admit that I hope to influence my kids to follow soccer the way I do).
8/30/2016 (con't)
Across the Threshold
So...this is exactly how I expect my experience with technology to go this semester. I am confident that the technology will work precisely as it is designed to. I am also confident that I will manage to just barely stumble and trip my way through the utilization of advanced technological programs and applications. My ability to use my limited knowledge to do an impressive amount of damage to the technology I am using is astounding.
However, I am an evolving animal. In my professional life, I am the practice's traditional (read: print), digital and electronic advertising and marketing manager. I am responsible for all of the different aspects of practice development, public representation and message delivery. I have to manipulate and update our digital accounts and monitor our digital presence daily -- if not several times a day. I still remember how it felt when I was given the responsibility of the digital and electronic practice presence. Just thinking about it makes my hands and feet sweat all over again. But, I learned by jumping in and working every day to understand the technology.
I am not the traditional educator (not by the definition directly associated with the MAT program), but I still utilize technology to educate a population that is actively participating and in search of knowledge. To complicate the process, the population I educate spans across ages, professional levels, practical specialties and technological capabilities. For the most part my audience is engaged; however there are times when i need a hook, a tool with which to really captivate the already usually captive audience. This is where technology can bridge the gap.
I imagine that this course in Teaching with Technology will add fluency and fluidity to my current use and understanding of technology. In the short term I will be able to utilize the skills and techniques to broaden my scope of available "tools" to further my contact and connection with the professional health partners and community members with whom I am in constant contact. It will simplify my decision process in terms of platform and method of delivery of information, and add value to the interactions that I create in person, online, and email.
However, I am less certain about value in the sense of my use of the skill I learn in this class in terms of my specific and potential professional educator career. I have very little experience in the classroom (save for my own educational experience and some substitute teaching). I do know that this course will provide the opportunity and method to reach out to professional educators to explore the use of technologies in their careers, how it influences student interaction, and how it encourages student participation.
9/06/2016
Prezi-run Blast-o-Rama!
When I started this Prezi I thought I had a head start. I had created a Prezi before. I knew the information. I was ready to get this project behind me with not very much energy...NOPE! As I started using the Prezi platform I found that I either struggled to use the program platform properly, or I could not get the program to do the actions that I required. Also true to my technological experience, the Help button was of little actual help. My frustration level went from mildly annoyed to nuclear relatively quickly. However, once I took a step back, a deep breathe and re approached the assignment I was able to work my way trough the program. I can't say that my Prezi is award winning, but it is complete. I expect that through practice and presentation I will find more useful and efficient ways to create Prezis.
The following offering is a Prezi designed to briefly explain a deep and detailed argument by Ronald Librach. In his Article "Adaptation and Ontology: The Impulse towards Closure in Howard Hawks's Version of _The Big Sleep_" Librach discusses the unique space created by Hawks in his film adaptation of Raymond Chandler's novel _The Big Sleep_. He details the literary aspects of Chandler's novel and describes the adaptive aspects of Hawks's film as he introduces the artistic result of each.
As a result of my experience with this Prezi, I plan to utilize the platform in my professional life to explain hearing loss and whole-health and wellness to the audience and what it means in their lives. The style and format will lend themselves seamlessly to the necessity to explain connections. The visual connectivity both mirror and clarify the scientific and theoretical health connections. The Prezi platform has proven itself to be useful and intuitive. My earlier struggles with the platform have been cleared up with practice and I am glad to have revisited the Prezi.
The Prezi is below:
Update (9/12/16):
The audiology and whole health presentation went well. The audience was interested and engaged. The Prezi presentation format worked to keep the audience's attention, encouraged participation, and generated questions by connecting visually and theoretically the seemingly independent points of information.
9/13/2016
Frankenstein, a film for all seasons
Of course, the students must first read Mary Shelly's Frankenstein.
http://knopfdoubleday.com/book/165585/the-original-frankenstein/
The lesson initially introducing the novel will focus on the history of both the novel and the author. A brief lesson on context of authorship and publication will follow. The students will participate in a conversation involving the scientific explorations, spiritual understanding, literary expectations, political framework, and cultural constrains of the time.
In extension, and in order to introduce the video assignment, we will discuss three different productions of Frankenstein. I will then pose questions of significance. What do each of these films have in common with the novel? What is different? How about commonalities among the films?
The use of a horror classic, a modern comedy classic, and a modern adaptation will help the students explore the production and presentation of the theatrical version of a novel and why each style is specifically made at the time it was made. Does each film achieve its goal?
As for the genre of film, is there a difference between a bad film and an artistic and independent adaptation?
We will close by discussing the ways in which interpretation, adaptation and intent play a role in the presentation of a novel as film. Could a movie adaptation of a novel (especially a classic canonized novel like Frankenstein) serve any other purpose than to tell the same story? If so, what and how?
Young Frankenstein (1974)
Mary Shelly's Frankenstein (1994)
In an effort to explain the differences between writing a novel and "writing" a film, as well as reading a novel and watching a film, I will have the students read an excerpt from "Young Frankenstein."
"Young Frankenstein" screenplay
The excerpt will be posted on a central class database. The students will have access to the platform and will be expected to read the screenplay before class.Following the reading exercise we will have a brief discussion on the very different look and feel of Mary Shelley's novel and Gene Wilder's film adaptation.
In the creative spirit of the novel/film juxtaposition, I will have students choose an important/favorite scene from Mary Shelly's Frankenstein to write as script and subsequently film. They will be separated into pairs or small groups of three to create a very short film based on the student-written screenplay. The screenplay will illustrate a creative, advanced and relevant understanding and adaptation of the source material. It will also allow the students a chance to explore a much more creative outlet and put them on hopefully uneven ground with the source material. In an effort to understand the story well enough to present it creatively, the students will have to commit to a serious consideration of Frankenstein.
The screenplay and film will be uploaded to the class database/platform to read and view outside of class. An in class discussion will resume with a viewing of a portion of each submission.
This trailer will serve as an example to the students in three areas:
1. Introduction to the assignment
2. Introduction to the technology
3. Introduction questioning interpretation and presentation (especially novel to film).
It is dark, the street lights and camera light are the only source of illumination.
Doctor turns his head and camera follows. Scene continues, shot in the first person.
The doctor runs through a public space (one side back of garages, other side residences) towards the woods.
He approaches two young children. One boy, one girl. Boy (younger) is holding a ball in the right hand. Girl (older) is standing with her hands at her sides. Both children are staring into the darkness towards the woods in the distance.
Doctor steps around the children (camera turns to face children at head level. Faces illuminated by camera light).
Doctor: “Did you see him?”
Children: Silence (staring still at the woods)
Doctor: “Answer me! Did you see him?”
Children look into the camera with no words. Eyes are wide with surprise and wonder, but not fear.
Doctor turns and runs through public space.
Camera turns to the left looking for signs of passage. Garages illuminated by camera light. Camera turns to the right and focuses on a woman on a second floor balcony.
Woman back lit by porch light - pointing toward the woods, fearful and excited): “There! It…he…”
Camera turns to the left, toward the woods.
The edge of the woods are lit by porch lights. Camera light is focused on a large mass slightly illuminated, but obscured by trees.
Doctor (still breathing heavily, but not as strained – shouting to the creature): “Stop! Come back to me! They won’t understand! They are scared!”
Mass turns and moves quickly back through the woods. The rustling sound of branches and undergrowth is heard.
Creature groans painfully. Single short outburst followed by longer episode. Sounds as though it is at a distance and getting farther away.
Doctor (exasperated whisper – to himself): “No…”
Each submission will be considered as a creative adaptation. However there will be consideration of quality and relevance.
*An additional lesson may focus on Mary Shelley's original text in comparison wight he later published (and heavily influenced by Percy Shelley) edition. This exploration will focus more keenly on the life of a novel from manuscript to publication and subsequent versions. What type of differences do you see in the stories. Why would these changes have been made? What kind of cultural/social/political/scientific etc. influences are at play at this time? This exploration is intended to continue the deeper consideration of texts in comparison with each other, their relationship to each other, and their effect on each other.*
9/27/2016
Ugh...Editing...
The process of writing is a practice in inspiration carefully balanced by the slow and aching mechanics of grammar and style. Although editing can be the least fun (for most writers) aspect of the craft, it is an essentially important part of the process.
The lesson on peer editing will be established in the syllabus. The lesson will start with an overview of editing, in-class practice and an explanation of expectations. It will immediately precede the mid-term persuasive paper. Each student will be paired with a peer and create a shared folder on the central class database. The students will compete the persuasive paper and submit the first draft. The first draft will be submitted to the classroom database folder. The student partners will have two days to digitally edit each others' papers using Google Docs and resubmit the edited copy to the folder (renaming the edited copy). As the instructor, I will look at both the first drafts and the edited copies. As a class, we will use the Smartboard to consider a paragraph or two from 5 example papers from each first draft and the correlating edited copy. Group editing will work as a discussion tool to clarify any misconceptions and allow for questions and open discussion about the editing process.
However, the assignment is not yet complete. The students will return to their first drafts and prepare a final draft utilizing and considering the edited copies of their persuasive paper. The grade on the paper will be cumulative starting with the first draft, the amount of effort the students put into peer editing and the student's consideration of editing recommendations and critique from the instructor and the peer editor.
10/04/2016
The Art of the Story of a Life
Oral histories are essential to understanding our society, culture, art, politics...the list is endless. Through the story of a life, history manifests itself in experience. This is a departure from the traditional text book-based, date and event centric study of history. For this unit, students will be assigned to research and report on the history of Jazz in Charleston, SC.
The History
Although the ultimate goal of this unit is to have the students interview a member of the Charleston Jazz community, the students must still develop a contextual and historical understanding of the Jazz music genre, the specific culture and history of Charleston, and how the two intersect. The students will be tasked with historical research in order to establish their knowledge base. There will be an in-class unit about acceptable on-line research resources and how to cite them. The students will submit their research in an outline form with citations to the central class database.
A few examples of how the internet will be used as a tool in this process:
http://www.charlestonjazz.net/cji-history/
The Present
As a natural follow up to the previous lesson, students will be expected to attend a live musical jazz performance in the Charleston area. This will establish an actual interaction with the project's subject matter and create a sensibility about the jazz culture in Charleston that cannot be established otherwise. This may be the most difficult portion of the project. Admission for the students will be established through the school system and a local music initiative. The students will be required to submit a brief paper discussing their experience and why they think this part of the project is a necessary aspect to the whole. If all else fails, a local jazz group will be asked to preform at the school in order to provide the live experience that is essential with the jazz music and culture.
The following links exemplify the type of resources, experiences, and venues with which the students can expect to intersect:
http://jazzartistsofcharleston.org
The Go-Between
This is the part of the jazz history project for which the students have been preparing. Depending on availability of interview subjects, either the students will interview a local jazz musician, or a local jazz musician will be interviewed in class.
Individual Interview -- Students will be grouped into pairs. They will prepare interview questions for their musician based on the research they have done. The interview will be recorded through the use of the school digital recording resources. If digital resources are unavailable, it will be necessary to utilize a digital voice recorder. The interview will be uploaded to the central class database. The students will close out their interview by submitting an individual paper discussing their experience as an interviewer, three important points about the life and experiences that they learned specifically from the musician they interviewed, and their impression of the importance of an oral history. The paper will be submitted to the database, as well.
Class Interview -- If only one interview subject is available, the class will work as a whole to interview the jazz musician. Interview questions will be proposed, considered and vetted prior to the classroom visit. The students will draw from the research and experience to inform their interview questions. An interview question schedule will be detailed to minimize confusion for the students and the interview subject. During the class interview, I will manage time and student participation. As detailed above, the students will be responsible for a correlating closing paper.
The following examples are provided to inform students about the interview process and related expectations. It will also introduce question cues, interview format, and style:
http://charlestonmag.com/features/all_that_jazz
The timeline for this project is fluid. Much depends on the availability of venues and experiences, as well as the schedules of the interviewees. The project itself will be evaluated by taking into consideration all three aspects of the oral history project. The research section will be evaluated by the legitimacy of resources, the information produced, and the accuracy of citation. The experience section will be evaluated by participation and commitment and effort to the paper and its premiss. The last section, the interview, will be evaluated by the quality of interview and the quality of the corresponding paper. Interviews are very subjective to evaluate, so it is essential to consider effort and preparation along with format, style, and productive interaction.
This project is designed to encourage cultural interaction, a serious consideration of local history and experience, and an opportunity for enjoyable entertainment. Often we are unaware of the interesting and important events, experiences, and people by which we are surrounded. This will give students the impetus to expand their own experiences and considerations while learning about and with local cultural motivator and innovators.
Update (12/13/2016):
Charlton Singleton, the Charleston Jazz Orchestra, and Jazz Artists of Charleston hosted 150 students from James Simons Elementary School at the Charleston Music Hall for the inaugural Jazz Day for Kids in partnership with the Children's Museum of the Lowcountry. This is exactly the type of experience and partnership in which I wanted students to participate. Bravo!
http://www.postandcourier.com/features/hundreds-of-school-kids-get-jazz-immersion-at-charleston-music/article_919230b4-ab4f-11e6-a0f2-83a30c2d34b6.html
10/11/2016
Let the Wiki do the Work
The purpose of this Wiki is to organize the class for student participation during class time and outside the classroom. It will work to maintain a high level of effective communication with students, establish class expectations for students, provide information for resource and reference, and to provide a platform to share information (in the form of responses, discussions and assignments). Students will have access to the syllabus, course and classroom policies, helpful information, and useful external links.
This Wiki is loosely modeled after the Wiki we use in this class. I want the students to use the Wiki as a space to share ideas and to create informative and interesting content. The use of the Wiki will simplify class engagement outside the classroom, it will allow the students to interact with the course on there terms (within established and expected boundaries), and it will organize the class for ease of use and optimal student utility. It will also provide me (the instructor) with a central location for assignments and engagement, access to a record of posts and edits, a timeline of activity, and a general window into effort and understanding for each student.
The link to the Wiki follows:
Literary Survey Insanity
10/18/2016One Blog To Rule Them All!
In this quickly developing landscape of technology and (inter)connectivity, it is likely that students will be well familiar with social internet applications and tools. I want to utilize this familiarity (possibly bordering on expertise) to allow students to stay active outside of the classroom, to develop literary comprehension and extrapolatory thinking, and to have the opportunity to enjoy the creative aspect of literary study. I want the students to create a textual response and character experience blog.
The character blog will be in use for the entire year. Each unit of study will revolve around the poem, story, novel, or work of drama upon which the lesson is based. Of course, the students will be required to complete the reading of the assigned work. In the beginning of the term the students will create a blog (through a program like Wix) that will be formatted and personalized. Each student will link their blogs to the class Wiki to provide access, but not editing privileges to all students. Each text will be represented in the blog. Before each text I will present a unit on historical and contextual information. Following the completion of the text, each student will compose a 2-part blog entry concerning their response to the text. The first aspect of the blog response will be relatively open, but will require so serious consideration. Textual analysis, quotations and citations, and a developed academic opinion/argument will be expected in a personal response entry. Since the response is considering deeper than surface level concepts and issues, there will be a 500 word minimum. The second aspect of the blog is a creative endeavor. Students will individually create a story involving one character of the text. The students will write a story from the view point of one of the characters in the text as if it were a diary entry. The entry should reflect an honest effort to capture the true experience of the character within the text. Of course, style will differ, but the assignment will give the students the opportunity to explore their creativity while testing their comprehension. The assessment of this part of the blog assignment will be based on creativity, effort, and comprehension of character and text.
For the textual response I envision a creative, open space for students to offer their understanding and opinion of a text. The diary entry/blog will be an interesting and creative opportunity to explore their own ideas about characters and their experiences.
10/25/2016
Now, That Is Inspirational Television
https://www.edutopia.org/blog/film-fest-video-writing-prompts
http://lessonplanspage.com/teachhubs-video-writing-prompts/
I have become increasingly inspired by the use of technology in the classroom. What has become most interesting is that technology can be both rewarding to the teacher and inspirational to the students. At its most basic function, technology can transmit information, organize lesson plans, and facilitate efficient classroom management and student evaluation for the instructor. However, because of the range and flexibility of modern applications and tools in a teachers "technological tool box," both students and teachers are increasingly motivated and inspired by technology-based projects and assignments.
The Edutopia blog article "5-Minute Film Festival: 7 Video Writing Prompts for Young Authors" serves as a quick reference to possibilities and examples of video prompts for writing assignments across genres and educational subjects. TeachHub's "How to Inspire Strong Writing Using Video Writing Prompts" discusses more in-depth creative lesson plans that include technology. In both cases, the use of video does not only conveys a message or assignment, but it is used as a thought starter. The use of video to inspire a creative writing assignment, to inform students about a concept or event and elicit a response and engage critical thinking, or to bridge the communication gap and engage students who may struggle with a learning or cognitive disability shows how utile new technology and its integration into the classroom can really be. TeachHub 's article is focused on engaging students and creating an environment where all students are inspired to think, participate, and explore.
One of the issues that was not visited in each of these posts was the limitations of technology in the case of video. Access to technology is essential. However, that may be solved by simply presenting the video to the class as a whole (provided the classroom has the technology installed to present the video). Another limitation is in the mind of the students. Video has a great deal of influence on young minds. As a result, teachers must be keen to the fact that what is shown on video will likely influence the consideration and processing of information by the students. The video has to be certain to inspire and inform students in a non-biased (if that exists) and balanced manner. The video must work to move thought and conversation forward, create interest and the space for exploration, and to avoid influencing opinion and consideration.
The use of video to inspire creative and critical thinking and writing can be taken a step further. Perhaps the students themselves can create a 2-3 minute thought starter. As a part of a larger lesson for more mature students, specifically a historical and contextual study of a novel or genre, students can create a short video to illicit a creative or critical response from their peers. This will serve to establish a base of knowledge of literary work, create the opportunity for mastery of a subject, allow the students to explore technology in a creative manner (rather than strictly production-based use), and give the students an opportunity to share with their peers the interesting and pertinent information about the novel or subject.
11/15/2016The Tweeters Who Twittered a Tweet...
I have an idea to utilize a site like Twiducate (or even a private form of Twitter) to have the students display their knowledge of technology and current events, and give them on open, creative and fun platform to discuss understanding and response to literature. The classroom technology of Twiducate allows for a closed network that will be under the control of the instructor and open to only the class participants. This tool will allow the educator and students to build a classroom community online. It should not be difficult for the students to utilize this platform since smartphones are so prevalent. This is where the fun can begin...
After the lesson and discussion concerning history and context, the students will read the selected literary work. For example, Romeo and Juliet. Once the reading assignment is completed, the instructor will advise the student to watch for breaking new on the Twiducate classroom online community. Of course, there must be a dramatic, understandable, and highly reactive event or circumstance that would be "breaking news." In this lesson, the news will be announced that Romeo and Juliet have died (or, for The Great Gatsby, Gatsby's involvement in the death of Myrtle - and his subsequent death at the hands of George). Students will be responsible for posting tweet-like reactions to the news. Their responses must be appropriate for the time, setting, politics, etc. of the work. This platform can be used for any of the literary works that are read and discussed.
*Breaking News* *Breaking News* *Breaking News* Breaking News*
*Breaking News* *Breaking News* *Breaking News* *Breaking News*
As a teaching and learning tool, this type of technology may be a little weak in the terrestrial evaluation. However, the instructor will be able to gauge the students' grasp of the literature, its contextual importance, and their ability to synthesize an appropriate response. It is a more relaxed and creative approach to an educational and poignant follow-up to a lesson.
11/29/2016
Another Go...Twitter-head: Revisited
I chose to revisit the emerging technologies project after a discussion with my peers. I realized that the utility and value of the Twitter platform is much farther reaching than I first considered.
In addition to my initial considerations for this project, the Twitter platform will encourage open and honest discussion about hard, and sometime familiar, social, and cultural issues. It will provide space for expression and open-minded discussion.
Twitter will also be integral in teaching the students social and technological responsibility.
To increase the longevity and impact of this project the instructor can create and require tweeting opportunities after each lesson or act. This will create a timeline of responses, as well as look at development of thought and understanding. The instructor will use the Twitter timeline to map a course of responses -- illustrate the effect of reporting and reacting, exemplify the longevity of an online existence, and the impact of posting online.
Responses must be appropriate as they are a reflection of the student and the class. They may be may be emotional and a bit impulsive (like Twitter tends to be), however the students must take into consideration the longevity and impact of social commentary...Tweets are always "out there."
Students can engage with each other -- retweet, respond directly to one another. Students' engagement must be appropriate to character and relevant to the work (not personal attacks or comments).
An essential part of the project revolves around the students' ability to distill their responses to 180 characters. This will help familiarize the students with the platform. More importantly, it will instill in the students the importance and effectiveness of the efficiency of language and the economy of words.
For the revisited rubric:
Students will have a short time window to respond to the "breaking news" - must respond in a timely manner
Gauge appropriateness of response for student/character - assigned
Gauge ability to effectively communicate on the platform - is the tweet clear and concise?
Allow for conversation - does the tweet approach a discussion of the relevant information and poignant subject matter?
Allow space for students to defend their tweets - engage them on the character level, gauge appropriateness of response, interaction, and knowledge of source material.
It will be interesting to see how things may be misreported or reTweeted. A grand game of telephone. This will illustrate the communication gap between what is happening and what is supposed to be happening. This will also serve as another component of online awareness. As recently reported, an overwhelming amount of young people are unable to discern truth from fiction online. This will help them understand the importance of considering informational sources and the impact of online shares/reTweets/responses.
Perhaps, even a false news story about the literature, literary subject, or a character being studied will help boost this social experiment. The instructor can create a false story to link to the tweet. It will create the opportunity to watch how individuals respond according to fact, emotion, and supposition.
As secondary aspect to the news and its truth aspect, students can engage in a debate of the appropriateness of the authority and their interaction on social media. Especially if the authority is a character in the fictional work. Is the response appropriate for the character, the platform, or for the character's position within the narrative?
12/06/2016
Expectation vs. Reality: The Course of this Course
From This...
My experience in this class has been interesting and very instructive. When the survey started I was hesitant. My technological skills are much less developed than the average 8 year old. My daughter utilizes more technology in her third grade class on a daily basis than I used in the entire sum total of my primary and secondary education. I might even be convinced that I didn't use much more technology in my undergraduate studies, save for posting papers and taking a rare online quiz. I have a skill set that includes email, word processing, and Facebook posts. I am able to dabble a bit with LinkedIn profiles and informational posts (similar to blogs), and a bit of solitaire. My expectations for this course fluctuated between the discomfort of abject misery and absolute fear of utter failure.
Initially, I felt like I was way out of my league. The class is full of intelligent and very adept students who are not only younger (which makes a difference in technological experience and exposure), but they are much more nimble with computers, digital applications, and online resources. These are just basic skill sets that I did not develop being "taught" how to use the internet my senior year of high school. My classmates are also specifically being trained to be professional primary and secondary educators. This puts them in a very beneficial position and at a distinct advantage. They have prior knowledge and experience with educational tools that I have never even dreamed of. It isn't that I thought that my experience with this class was going to be something akin to the treatment heretics received during the Spanish Inquisition (that is illegal now), but I knew I was diving into the deep end of the pool from the 100 meter platform, and I only knew how to do a belly flop and doggy paddle to the side of the pool.
To This...
After the first couple of class meetings I found that the materials and applications are really tools for my development and utilization. Importantly, I found that I do have the ability to develop a measure of computer literacy. The lessons and assignments were structured in a careful, logical and beneficial manner that helped me understand not just the existence of electronic and digital resources in education, but explored and explained their importance and utility. The class environment was set up to encourage experimentation and failure. This is absolutely important when the use and manipulation of new technology and applications is being introduced. I learned to fail, learn, and fail and learn. But, contrary to my initial expectation, this was not a miserable experience. The most beneficial part of my participation became the learning how to constructively fail by not getting it quite right the first time. Additionally, my classmates' superior knowledge, ability, and resources did not create a difficult or unwelcoming environment. They were more than willing to offer assistance, they were very honest with their criticism, but positive in their critique, and genuinely interested in creating a positive participatory environment. In short, they didn't laugh me out of the classroom.
The technology we explored was interesting and useful. Each lesson introduced a new tool to consider in the process of education. However, many of the tools we were intruded to have become beneficial in other aspecs of my life. Following the lesson on developing and utilizing the Prezi platform for a more engaging and productive presentation in the classroom, I immediately integrated Prezi into my professional work. I developed a Prezi to educate patients on hearing health and wellness (see above post "Prezi-run Blast-o-Rama"). It allowed me to break away from the boring, the monotonous, indeed the dreaded PowerPoint. The Prezi was received well by my peers and by the audience. A win for me with technology! In another turn, I developed a set of Kahoot interactive digital games to play with my kids after the unit on emerging technologies. This was a really good experience for us. My daughter came home talking about a Kahoot that she and her classmates played at school. My son chimed in with his Kahoot experience, too. Enter Superdad...I offered to make a Kahoot for them to play with me. I developed two different Kahoots; one about our extended and nuclear family, and one about cool facts that I thought they would find interesting (they did). We enjoyed the very cool platform of an online game customized for them, and I got to act like I was a genius. Another win!
Beyond reading and exploring a digitally based education framework, I got a peek into the world of the process of education, the work of lesson development, and the most puzzling aspect of them all...rubrics. As a Master of the Arts student I have had very little education and experience in the realm of professional education. I am not all together unfamiliar with the work that it takes to be a professional educator. Almost my entire extended family is in the education field. I understand the greater responsibilities and expectations. I even had a very specific view into special education and the type of emotional commitment and other education based programs that are available -- my mother was a primary level special education teacher for her whole career. However, I never had any real experience with the actual process of lesson plan development according to district requirements, the utilization of theory, literature, and other tools for lesson application, and the evaluation standards according to expectation through the utilization of a rubric. This class gave me insight into the real work involved in designing a program that is interesting and engaging, that is productive and useful, and that is careful to meet all required standards of education and evaluation.
I have been able to learn more about computer based lessons and learning, the utilization of electronic and digital tools in the classroom, and the function of evaluation in terms of productive classroom instruction and the integration of technology. However, and perhaps more importantly, I learned to productively fail. I understand that failure is not the opposite of success, but the impetus for effort. I also learned that I have the potential to learn completely new skills and the ability to utilize new technologies and tools. I have integrated new tools and technologies not my professional life as a direct result of learning about them and their application in this class. And, I have been able to develop fun and interactive games for my kids. I have learned how to connect with them through the use of technology that they already understand and have matters of. This has been possibly the most immediately rewarding aspect of the course.
I am glad that I was approved to take this course as an elective. My experience, more specifically, my perception of my experience with technology has been changed. I am not as hesitant to try new technologies, I am interested in developing digital tools and applications, and I am looking forward to utilizing these technologies in my professional and future educator's career.